the effect of synchronized reading through vandergrift’s pedagogical model on listening comprehension and listening anxiety of iranian efl learners

As second language (l2) teachers and language scholars acknowledge the unique characteristics of the listening skill and the vital role it plays in language learning and communication, they underscore more and more the significance of developinglistening comprehension in l2 classes. moreover, the role of synchronized reading through vandergrift’s (2010) model has not received due attention in l2 listening instruction.given this, the purpose of the present study is to investigate the effect of synchronized reading through vandergrift’s (2010) model on listening performance and listening anxiety of iranian efl learners. to this end, 60 female efl learners were selected via double sampling and after taking listening pre-test and foreign language listening anxiety they were assigned to an experimental group and a control group. the experimental group was exposed to listening instruction based on vandergrift’s (2010) model, while the control group was exposed to conventional listening instructional. after the treatment, a listening post-test and foreign language listening anxiety scale was administered to both groups. a thorough analysis of data using independent sample t-test revealed that the experimental group outperformed the control group in the listening post-test and foreign language listening anxiety, meaning that listening instruction based on vandergrift’s (2010) model had a profound impact on listening comprehension and listening anxiety of iranian efl learners. finally, some implications for efl teachers and material developers were presented.